We are all heavily influenced by standardised testing, those which are high stakes for students (eg GCSE) and those which are not (SATs), although they may be high stakes for teachers and schools. The attached paper is from the OECD. It is rather full, so I focused on Section 5, on the implications, at first. Influence at policy level is vital. ASE provides responses to official consultations, but a more principled base may be a useful asset. For those involved in the BERA Science SIG, this aspect would be well worth exploring.
Assessment and Research
We are all heavily influenced by standardised testing, those which are high stakes for students (eg GCSE) and those which are not (SATs), although they may be high stakes for teachers and schools. The attached paper is from the OECD. It is rather full, so I focused on Section 5, on the implications, at first. Influence at policy level is vital. ASE provides responses to official consultations, but a more principled base may be a useful asset. For those involved in the BERA Science SIG, this aspect would be well worth exploring.